Why Proficiency?

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Why Proficiency?. Amy Lenord Spanish Teacher Instructional Consultant Shepton High School - Plano ISD. Learning Targets. I can Identify and explain the main motivators for students taking language classes. - PowerPoint PPT Presentation

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Why Proficiency?

Why Proficiency?Amy LenordSpanish Teacher Instructional ConsultantShepton High School - Plano ISD

Learning TargetsI canIdentify and explain the main motivators for students taking language classes.Explain the difference between a traditional language program and a proficiency based language program.Discuss the benefits of a proficiency based program.Identify the necessary components of a proficiency based program.

A Little ReflectionMy Language StoryFold a sheet of paper into 6 squares. Fill those squares in with the following items:

SQUARE 1Draw a picture that represents what your 2nd language learning looked like.SQUARE 2Write one sentence about how you developed the fluency you have now in the 2nd language.SQUARE 3Write 5 key words that explain why you chose to pursue learning a 2nd language beyond the normal requirement.SQUARE 4Draw a symbol that represents how you feel about your fluency in the 2nd language now.SQUARE 5Write 3-6 bullets that explain what you were able to do in the language after finishing your required classes.SQUARE 6Draw a picture that represents what you hope your students get out of your class.Now, share your language story with the whole group.Need paper for the language story3What is the MAIN reason why the majority of students study a language?

An Important Question:Data Manipulative Pass out the baggies and have participants put the possible answers in order according to what they believe students said.4An Important Question:What is the MAIN reason why the majority of students study a language?

A majority of students indicated that wanting to be able to speak a second language was the main reason for studying it.

Attrition in Foreign Language Courses: Possible Causes and Solutions(Unpublished doctoral dissertation) Maria Nuzzo, 2006Reveal the answer then discuss participants responses and thoughts.5What percentage of students DO NOT continue language study once the perceived requirements are met?

One More Important Question:Have participants use a post it note to respond and put their answer where everyone can see.6What percentage of students DO NOT continue language study once the perceived requirements are met?

One More Important Question:75%How does this compare to your language program here at Liberty?7So, why do they leave?Im graduating.I hate it.I want more fun classes.Im tired of studying this language.Dont have the patience for it.LazyI would probably fail it.Two foreign language credits is all that is required for a diploma of distinction. I already know the language--we speak it at home.Dont want toIt is getting very hard for me, and I need other subjects to graduate with honors. Too hardDont like it, and Im not good at it.Tired of the languageThe class is interesting, but I didnt enjoy it very much. There are more useful and enjoyable classes I can take later.ACTIVITY Brainstorm: Have participants brainstorm the reasons they think students choose not to pursue language study further.Show slide and have participants check off the ones that match.Discuss why they think the students feel that way.

In the spring of 2012 the Arlington ISD World Language program surveyed students just about to finish their second year of language study and asked them if they would be continuing to the third year. They targeted students who said no and collected their responses to the question, Why wont you continue your language studies? These were the most frequent answers.8 I am so tired of all these d*** verbs!And when asked why he would not be continuing his language studies beyond the second year one student said:Survey conducted by the Arlington ISD World Language Department, Spring 2012What was the focus of the instruction if this was this young mans response?9Motivation is THE most influential factor in learning a new language.R.C. Gardner in Shrum and GlisanTeachers Handbook, 2010

CONVERSATION CARDS:In what areas do we see our students demonstrate a high level of motivation?What motivates our students in those other areas?Progress / SuccessWhat does that progress or success look like?What kinds of prices do students pay for that progress / success?How does this connect to the language classroom?Think back to your Language Story what were the things that motivated you to keep learning?Top 5 Motivators10So, why proficiency?Transitioning Activity Forcefield AssessmentHave participants explain the current state of their program. How does it function? How do the levels and languages work together? What exactly is the product they produce?Have participants discuss / explain the desired state of their program. How would that function? How would the languages and levels work together? What would the product be that they would produce?Have participants use prior info from workshop to make a list of why they should make the move to a proficiency based program. Post it on the wall.

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The Elephants in the RoomTransitioning Activity Force Field AnalysisHave participants use prior info from workshop to make a list of why they should make the move to a proficiency based program. Post it on the wall.New Poster What keeps us from teaching for proficiency? Give participants time to create a list based on their concerns, hesitancies, fears, etc. Post next to the first poster.If the goal is to try to move towards a proficiency based program, are there things on list A that can cancel out something on list B?Allow for the participants to pick your brain on some of these things. GREAT TRANSITION into the student samples (also a good stopping point for lunch).

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Exploring the PossibilitiesExamining Student Samples

Pass out the Student Sample Analysis SheetWork through some of the samples and discuss with the group.Discuss what the students are able to do in this program vs. traditional programs. What are they able to do?What are their limitations?How does this type of a result connect with their own motivation?13Changing Our Thinking:The ACTFL Proficiency GuidelinesHow do they apply to our students?How do they apply to us?How do they evaluate our practices?

ACTFL Proficiency Level Samples

Pass out the proficiency guidelines and highlighters.

Start with Novice speaking. Go through and highlight what students can do. Underline limitations. Discuss this with the group.

Use ACTFL English samples to demonstrate.

14Changing How We Act:Traditional Language InstructionProficiency Based InstructionLanguage ConceptsLearning TargetsTextbook ChaptersThematic UnitsObjective TestsPerformance AssessmentsGrammar & Vocabulary DevelopmentIntentional Proficiency DevelopmentTeaching in EnglishTeaching in the Target LanguageCulture Days or ProjectsEmbedded CultureACTFL Can Do StatementsLets group a few that make sense together in a unit of study.What would the assessment look like if these are our goals for the end of the unit?What would they need to learn to pull that off? / What is not necessary to their learning to meet these targets?

Show them the Liberty Christian World Language Unit Template, have them tinker with building a fake unit.

15Realities & ReassurancesWhat has to change to move our program towards proficiency building?How does that affect me as a teacher?Jot Talk to answer question 1

Affinity Diagram to move to question 2

Q/A session with me.16Access to All Workshop Resources:www.amylenord.net/why-proficiency.html Works Cited:American Council for the Teaching of Foreign Languages. 2012 ACTFL Proficiency Guidelines.American Council for the Teaching of Foreign Languages. 2013 NCSSFL-ACTFL Can-Do Statements. Arlington ISD World Languages. 2012 Student Survey Data.Duncan, Greg. 2012 Lesson Planning for 21st CenturyLearners: Some Things We Need to Know (presentation).Nuzzo, Maria. 2006 Attrition in the Foreign Language Classroom: Possible Causes and Solutions (unpublished dissertation).